SUGGESTIONS  TO  LEADERS 
of  Study  Classes  Using 

WORLD  FRIENDSHIP,  Inc. 

J.  Lovell  Murray 

BY 

RUTH  ISABEL  SEABURY 


MISSIONARY  EDUCATION  MOVEMENT 
150  FIFTH  AVENUE  NEW  YORK,  N.  Y. 


Order  from  Denominational  Headquarters 

Price ,  Fifteen  Cents 


FOREWORD 


World  Friendship ,  Inc.  is  a  thrilling  presentation  of  the 
varied  task  of  the  modern  missionary  enterprise  as  it  chal¬ 
lenges  active,  red-blooded  young  people  today.  It  is  worthy 
the  study  and  effort  of  a  leader  who  aims  to  give  a  new  point 
of  view  and  breadth  of  vision  to  the  young  people  of  his 
church.  It  is  a  vivid  background  in  the  recruiting  of  young 
people  to  Christian  service  in  whatever  vocation  and  whatever 
walk  of  life.  There  can  be  no  better  aim  in  the  leaders  mind 
than  the  aim  obviously  in  the  mind  of  the  author  of  the  book, 
which  is :  To  present  the  missionary  battlefield  of  the  world  as 
a  place  calling  for  all  the  ability,  courage,  daring,  and  special¬ 
ized  training  available  in  American  young  people  today  and\ 
to  challenge  those  young  people  to  hear  and  meet  that  call. 

These  notes  are  offered  with  the  desire  that  they  may 
provide  some  suggestive  hints  to  prospective  leaders  in  work¬ 
ing  out  the  study  of  the  book.  They  should  be  adapted  and 
changed  to  meet  individual  needs  and  individual  groups  and 
may  serve  merely  as  a  point  of  departure  in  many  instances 
for  the  plan  which  the  leader  may  himself  provide. 

Ruth  Isabel  Seabury 

Boston,  Mass. 

August,  1921. 

THE  USE  OF  THE  BOOK 

World  Friendship,  Inc.  will  provide  a  splendid  background 
for  popular  program  meetings  in  the  young  women’s  society 
or  the  young  people’s  society  or  the  organized  Sunday-school 
class.  It  will  furnish  interesting  reading  matter  for  a  reading 
circle  or  even  for  a  less  organized  group,  for  clubs,  or  per¬ 
haps  a  social  gathering.  Its  most  constructive  use,  however, 
will  be  as  a  textbook  for  study  of  world  problems. 

It  will  help  in  planning  the  programs  of  a  young  people’s 
society  if  the  program  or  missionary  committee  can  turn  itself 
into  a  study  class.  It  will  give  them  better  preparation  for  the 
more  popular  programs  and  make  the  latter  more  interesting. 


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Any  study  class  might  well  pass  on  its  interest  and  information 
in  one  or  two  public  meetings  for  the  church  or  society  as  a 
whole. 

If  a  course  of  six  rather  than  seven  lessons  exclusive  of 
the  organization  meeting  must  be  arranged,  Chapters  III  and 
IV  may  be  combined,  but  will  of  necessity  be  cut  and  there¬ 
fore  lose  much  of  their  breadth  of  detail.  If  an  eight  weeks 
course  can  be  managed,  two  meetings  might  be  devoted  to 
Chapter  III. 

THE  LEADER’S  PREPARATION 

There  are  three  chief  features  to  the  work  which  the 
leader  must  do  or  should  do  as  preparation  for  the  teaching  of 
this  book.  In  the  first  place,  he  must  make  himself  as  familiar 
as  possible  with  the  subject  matter  of  the  book  and  incidentally 
as  much  other  background  as  he  is  able  to  cover,  taking  into 
account  the  fact  that  the  average  leader  is  a  very  busy  person. 
Second ,  he  must  aim  to  understand  his  class.  To  do  this,  the 
more  he  knows  them  individually,  as  well  as  collectively,  the 
better.  Especially  should  he  know  their  chief  interests.  In 
the  small  town  church,  this  will  be  inevitable,  but  more  dif¬ 
ficult  of  achievement  in  the  large  city  group.  Third,  he  must 
aim  to  keep  his  class  in  constant  touch  with  his  own  devotional 
life,  praying,  himself,  for  the  success  of  the  class,  for  the 
carrying  out  of  his  aims  as  he  formulates  them  day  by  day, 
and  guiding  the  devotional  service  of  the  class  to  keep  them 
too,  in  close  touch  with  the  Master  whose  work  they  are  really 
studying. 

For  the  more  definite  preparation  of  the  leader,  the  fol¬ 
lowing  points  might  be  noted : 

1.  Experience  has  shown  that  the  leader  will  come  more 
quickly  to  a  grasp  of  his  subject  if  he  aims  first  to  read  the 
book  through  once  without  outlining,  without  making  close 
notes,  and  without  specific  attention  to  detail.  This  will  give 
him  a  glimpse  of  the  bigness  of  the  work  as  presented  in  the 
book  and  will  show  him  the  total  sweep  of  the  author’s  pro¬ 
gress  in  a  way  he  cannot  get  it  if  he  deals  with  the  subject 


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matter  bit  by  bit.  The  second  reading  should,  of  course,  fol¬ 
low  soon  after  with  a  careful  outline  for  each  chapter  to  note 
its  most  important  issues,  the  ones  he  should  be  most  sure  to 
record  in  the  mind  of  his  class.  In  this  outline  he  must  en¬ 
deavor  to  note,  also,  problems  which  are  worthy  of  his  class 
discussion. 

2.  After  his  second  reading,  the  leader  should  go  through 
his  outline  and  rapidly  through  the  chapters  of  the  book  to 
see,  iirst,  what  he  would  regard  as  his  chief  aim  for  the  course 
with  his  own  pupils  in  mind  and,  second,  what  portion  of  that 
aim  he  can  carry  out  in  each  chapter.  The  aims  suggested  in 
this  pamphlet  may  not  be  all  those  to  be  achieved  for  some 
particular  group,  but  may  be  suggestive  of  those  the  leader 
might  choose  for  himself.  Above  all,  any  outline  should  be 
adaptable  and  flexible. 

3.  Plan  the  assignments  well  in  advance  so  that  in  each 
session  there  may  be  no  sense  of  panicky  groping  for  a  pos¬ 
sible  question  to  give  to  the  class.  In  this  connection  it  should 
be  said  that  the  leader  should  work  out  a  careful  time  schedule 
for  each  session,  a  portion  of  which  should  be  definitely  laid 
aside  for  the  making  of  the  assignment  for  the  next  day  so 
that  it  may  be  clear  and  definite,  and  another  portion  for  the 
devotional  service. 

4.  In  connection  with  the  book  as  a  whole  and  with  each 
chapter  thereof,  there  is  available  a  large  number  of  books  and 
pamphlets  bearing  on  the  subject.  Many  of  these  are  indicated 
in  the  book,  and  a  reading  list  is  included  in  this  pamphlet. 
Many  leaders  will  find  it  impossible  to  read  through  a  large 
number  of  books.  They  should,  if  possible,  however,  make 
themselves  familiar  with  the  more  important  books,  especially 
the  denominational  material. 

5.  For  the  leader’s  devotional  study,  we  would  recom¬ 
mend  especially  The  Meaning  of  Service  by  H.  E.  Fosdick  or 
The  Marks  of  a  World  Christian  by  D.  J.  Fleming. 


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SPECIAL  SUGGESTIONS  FOR  THE  CLASS  SESSION 


1.  Try  to  select  an  airy,  fairly  large,  attractive  room  for 
the  use  of  the  class.  There  is  nothing  which  tends  more  to 
clear  thinking  and  promptness  in  argument  than  the  proper 
physical  surroundings. 

2.  Get  together  a  small  library  that  the  class  in  its  free 
time  may  do  as  much  reading  as  is  possible.  Some  books  may 
be  borrowed  of  the  mission  boards  of  the  denomination,  many 
of  them  are  obtainable  in  the  public  libraries  or  would  be  at  a 
word  of  suggestion  from  the  leader  of  the  class,  some  will  be 
in  the  church  library,  and  others  might  be  purchased  by  some 
of  the  members  in  cooperation.  Number  these  carefully  and 
choose  a  librarian  from  the  class  to  be  responsible  for  them. 

3.  If  possible,  select  a  secretary  of  the  class  to  keep  note 
of  assignments,  to  record  the  attendance,  and  to  follow  up 
absent  members,  if  this  is  desirable. 

4.  In  the  course  of  the  session  all  the  talents  of  the  class 
should  be  in  use.  There  may  be  some  who  would  shine  as  ad¬ 
vertising  agents,  publicity  men,  chart  makers  and  poster  mak¬ 
ers  far  more  than  they  would  in  talking  or  in  the  discussion 
of  the  class.  If  feasible,  call  for  volunteers ;  otherwise  appoint 
a  poster  and  chart,  or  publicity  and  chart,  committee.  If  a 
public  meeting  is  to  be  arranged  for,  this  committee  should 
have  charge  of  the  advertising  of  it  in  an  attractive  way.  For 
the  sessions,  as  they  develop,  they  should  have  charge  of  the 
preparation  of  charts  and  posters  needed  for  advertising  pur¬ 
poses  or  for  fixing  the  subject  matter  of  the  chapters. 

5.  Make  arrangements  well  in  advance  for  the  necessary 
equipment,  such  as  maps,  chart  material,  pencils,  and  paper, 
and,  most  important  of  all,  blackboard  and  chalk. 

6.  Make  as  definite  use  as  possible  of  the  members  of 
the  class  in  each  session.  Aim  for  and  lead  up  to  a  thorough 
discussion  of  the  most  important  points  of  the  chapter  and  of 
the  problems  suggested  in  the  assignment.  Whenever  pos¬ 
sible,  leave  the  way  open  for  questions,  as  these  may  occur  to 
various  members.  If  early  in  the  study  the  leader  finds  that: 
the  class  will  not  so  respond,  it  will  be  well  to  introduce  the 

\ 


S 


question  box  with  the  written  question.  In  the  earlier  sessions 
give  time  for  silent  prayer  on  the  topics  suggested,  but  before 
the  last  few  sessions  of  the  class,  many  should  be  willing  to 
take  part  in  sentence  or  even  longer  prayers  for  definite  themes. 

7.  World  Friendship ,  Inc.  will  go  over  the  heads  of  the 
class  and  produce  in  them  no  desire  to  help  unless  by  this 
course  some  definite  suggestions  are  given  of  possible  ways  in 
which  young  people  can  help  today.  For  this  it  is  very  im¬ 
portant  that  the  work  of  their  own  denomination  should  be 
brought  vitally  home  to  them.  Keep  in  touch  with  the  secre¬ 
tary  of  your  denomination  for  this  purpose.  Enroll  your  class, 
that  the  denominational  helps  may  be  put  in  your  hands.  The 
denominational  surveys  and  the  lists  of  missionaries  should  in 
particular  be  on  hand  and,  wherever  possible,  contact  made 
with  actual  names  and  personalities  on  the  mission  field  as 
their  representatives. 

8.  The  leader  will  find  useful  in  planning  for  the  class 
The  Mission  Study  Class  Leader  by  T.  H.  P.  Sailer,  published 
by  the  Missionary  Education  Movement  but  available  at  all 
denominational  missionary  headquarters. 

ORGANIZATION  MEETING 

The  organization  meeting  should  be  as  informal  as  pos¬ 
sible  and  should  not  take  one  of  the  precious  sessions  of  the 
class  itself.  If  there  is  a  Church  School  of  Missions,  this  will 
probably  be  provided  for  already  in  a  general  introductory  ses¬ 
sion  but,  in  the  case  of  a  regular  study  class,  it  may  be  feasible 
to  introduce  an  extra  social  gathering  with  approximately  half 
an  hour  for  the  real  business  of  the  class.  The  purpose  of  this 
meeting  is  two- fold, — first,  to  save  the  time  of  the  regular  ses¬ 
sions  by  doing  away  with  the  necessary  business,  and,  second, 
to  provide  a  closer  feeling  of  comradeship  and  an  easier  give 
and  take  between  the  leader  and  members  of  the  class. 

The  program  of  the  meeting,  aside  from  the  social  part 
of  it,  should  run  along  the  following  lines : 

1.  The  business  of  the  meeting  should  be  carried  out; 
namely,  the  appointment  of  a  secretary  and  a  librarian,  a  poster 
committee  (unless  one  has  already  been  at  work),  and  the 

6 


statement  on  the  part  of  the  leader  that,  if  the  class  is  to 
conduct  a  public  meeting,  the  whole  group  must  be  collecting 
suitable  material  for  it  and  the  secretary  charged  with  the  duty 
of  keeping  a  permanent  record  of  such  material  as  the  class 
may  select  for  its  public  presentation. 

2.  Explanation  should  be  made  by  the  leader  of  the  fact 
that  the  class  is  a  cooperative  attempt  rather  than  a  lecture 
course  and  that  the  plan  of  the  class  should  be  for  free  discus¬ 
sion. 

3.  An  introduction  to  the  book  should  be  given  in  not 
less  than  fifteen  minutes,  making  the  presentation  as  spicy  and 
attractive  as  possible.  Read,  or  have  someone  read,  in  a  spirited 
manner  but  without  oratorical  finish  the  introduction  of  the 
book  “Personally  Conducted,”  reading  only  up  to  the  last 
paragraph  on  page  8.  Draw  from  the  class  their  impressions 
from  the  reading,  which  will  probably  be  that  modern  mis¬ 
sionary  work  is  far  broader  than  they  had  supposed.  Get 
them  to  list  and  take  down  on  the  blackboard  the  types  of 
missionary  activity  they  have  discovered, — .Mr.  Murray  gives 
fourteen.  Check  up  their  general  impression  to  see  if  the  points 
they  make  coincide  with  Mr.  Murray’s  in  the  last  paragraph. 
Vary  the  presentation  as  seems  best  to  arouse  the  most  pos¬ 
sible  interest  before  the  opening  session. 

4.  Make  the  assignments  for  Chapter  I. 

5.  Close  with  a  brief  devotional  service  calling  for  God’s 
blessing  on  the  class  and  asking  for  his  presence  in  the 
progress  of  the  study. 

Assignments  for  Chapter  I 

In  this,  as  in  all  subsequent  assignments,  the  leader  will 
pre-suppose  the  reading  of  the  chapter  to  be  studied.  Give  out 
the  following  questions  to  be  answered : 

1.  What  is  the  chief  conclusion  which  one  arrives  at  from 
reading  Section  I,  “Calling  the  Doctor”  ? 

2.  What  is  the  chief  conclusion  brought  out  by  Section  II, 
“Reclaiming  the  Body”? 

3.  Be  prepared  to  discuss  the  following  question : — If  you 
were  a  doctor  in  China  today,  confronted  with  the  great  needs 


7 


outlined  in  this  book  and  apparently  hopeless  of  ever  ac¬ 
complishing  more  than  a  drop  in  the  bucket,  to  what  other 
great  means  would  you  turn  and  what  methods  would  you 
use  for  accomplishing  your  end? 

4.  What  is  done  in  America  and  in  your  community  for  the 
blind,  deaf,  insane,  etc.? 

Special  Assignments 

1.  Have  some  one  person  provide  statements  showing  the  contrast 
between  the  forces  of  healing  in  the  Orient  and  in  the  United 
States.  This  may  be  taken  from  one  or  two  books  indicated 
under  Chapter  I  in  the  book  list  or  from  the  Interchurch  Survey 
or  from  other  material. 

2.  Have  someone  else  be  prepared  to  report  on  what  his  own 
denomination  is  doing  in  the  line  of  medical  work,  how  many 
doctors  are  supported  by  that  denomination  on  the  field,  how 
many  hospitals,  nurses,  dispensaries,  etc. 

3.  Have  someone  prepared  with  an  impersonation  of  some  foreign 
doctor.  For  this  purpose  the  life  of  Mary  Stone  might  be  used 
(See  Notable  Women  of  Modern  China  by  Margaret  Burton). 

SESSION  ONE 

The  World's  Health 

Aim.  To  present  as  a  challenge  the  world's  physical  need  and 
the  small ,  though  growing ,  accomplishment  so  far  made  in I 
meeting  that  overwhelming  need ;  and  to  bring  this  challengei 
down  as  definitely  as  possible  to  the  young  people  in  this 
group. 

Outline  briefly  on  the  board  the  main  points,  with  their 
chief  sub-heads,  which  should  be  considered  in  Chapter  I. 
These  will  fall  roughly  under  the  following  main  topics: 

I.  The  Need  in  Non-Christian  Lands 

II.  Steps  in  progress  of  medical  work 

III.  Preventive  medicine 

IV.  Training  leaders 

V.  Setting  new  standards 

If  possible,  build  this  outline,  letting  the  class  make  it  and 
elaborating  and  discussing  each  point  as  it  is  added  to  the  out- 


8 


line.  Be  sure  to  put  the  outline  on  the  board.  The  assignment 
questions  will  fall  logically  under  the  topics  to  which  they  be¬ 
long.  Assignment  3  should  be  considered  under  topics  III  and 
IV,  to  both  of  which  it  refers.  The  last  two  special  assign¬ 
ments  come  properly  at  the  end  as  examples  of  the  author’s 
“sum  in  multiplication”  and  as  a  challenge  to  the  young  people 
to  service. 

Unless  the  constructive  outline  has  taken  too  long  (be  sure 
to  make  each  point  plain),  there  will  be  an  opportunity  at  the 
end  to  discuss  this  topic :  “Is  our  denomination  doing  its  full 
duty  in  the  sections  in  which  it  is  at  work  to  relieve  physical 
distress  and  check  wastage?” 

Give  the  class  or  a  research  committee  this  problem  to 
be  worked  out  in  the  next  few  weeks  (be  sure  to  call  for  it 

later)  :  “Our  denomination  spends  on  its  medical  work . 

dollars.  This  has  to  be  invested  in . countries  for  a 

population  of .  How  should  it  best  be  administered 

and  how  much  would  it  take  to  provide  adequate  medical 
work  there?” 

After  giving  the  assignments  below,  read  Matthew 
25  :  34-40.  Follow  this  with  the  closing  paragraph  of  Chapter 
I,  reciting  rather  than  reading,  “And  there  came  unto  him,  etc.” 
Lead  the  class  in  prayer  for  doctors  of  our  denomination  abroad, 
individually  if  possible,  for  the  people  among  whom  they  are 
working,  and  for  the  people  of  our  churches  and  for  us,  our¬ 
selves,  that  we  may  fit  into  this  problem. 

Introduce  the  assignments  with  an  easy  transition  from  the 
previous  discussion.  Among  other  things  we  have  considered 
famine  relief.  Ask  the  class  why  this  is  the  doctor’s  job.  Go 
into  the  causes  of  famine,  going  into  the  need  of  great  agricul¬ 
tural  production  and  pointing  out  that  most  of  these  countries 
have  plenty  of  production  area  and  sufficient  fertility  if 
rightly  utilized. 

Assignments  for  Chapter  II 

1.  Give  eight  reasons  why  the  missionary  must  tackle  the 
labor  situation. 

2.  In  attempting  this,  what  three  methods  can  he  best  use  or 
must  he  use? 


9 


3.  Be  prepared  to  discuss  the  following  questions: — If  you 
went  as  a  missionary  into  central  India  where  there  were 
within  a  small  radius  one  million  people  living  in  rural 
communities  in  some  two  hundred  and  fifty  villages,  where 
the  soil  was  very  productive,  where  the  climate  allows  an 
agricultural  year  of  twelve  months,  but  where  famine  has 
been  the  rule  for  years  without  count,  how  would  you  go 
to  work  to  solve  the  problem,  and  why  would  you  have  to 
solve  it  before  you  could  do  any  evangelistic  work  ? 

Special  Assignments 

Make  a  choice,  as  indicated  in  the  note  to  Session  II,  of  two  or 
three  of  the  following  five  problems : 

1.  Read  “Preachers  of  the  Plow”  from  Ancient  Peoples  at  New 
Tasks  by  Willard  Price,  and  give  a  five-minute  report  on  the  topic. 

2.  Read  “Economic  and  Industrial  Changes”  from  New  Life  Currents 
in  China  by  Mary  Ninde  Gamewell,  and  give  a  ten-minute  report  on 
this  special  problem. 

3.  Let  two  people  work  up  a  report  on  the  industrial  problems  of 
Japan,  using  any  of  the  reference  books  assigned  on  this  chapter 
in  the  book  list. 

4.  Have  someone  prepared  to  outline  the  industrial  work  of  our  de¬ 
nomination  with  any  special  features  of  particular  interest  in  con¬ 
nection  with  this  chapter.  A  girl’s  class  will  be  especially  inter¬ 
ested  in  the  following  problem,  and  it  should  be  selected  in  pref¬ 
erence  to  some  of  the  others. 

5.  Have  some  one  girl  make  a  study  of  home  economics  as  taught  on 
the  mission  field  under  your  own  denomination.  This  may  be 
chiefly  done  through  leaflet  material  descriptive  of  the  work  of  the 
schools. 

Assignment  for  the  Poster  Committee 
Design  a  poster  on  the  subject :  “The  Industrial  Develop¬ 
ment  of  Japan,”  in  cooperation  with  the  two  people  who  are 
working  up  Assignment  3 ;  or  plan  a  chart  presenting  the  ma¬ 
terial  in  Section  III,  “Two  Blades  for  One,”  of  Chapter  II  of 
World  Friendship ,  Inc. 


10 


SESSION  TWO 

In  Factory  and  Field 

Aim.  (1)  To  make  the  class  consider  in  choosing  their  life  in¬ 
vestment,  where  this  has  not  already  been  settled,  the  possibility 
of  meeting  the  great  human  need  abroad  with  their  own  spe¬ 
cialized  type  of  ability  whatever  this  may  be. 

(2)  To  give  a  new  glimpse  of  some  varieties  of  missionary 
service  hitherto  seldom  considered,  and  their  own  possible  help 
in  this  line  even  without  enlistment  overseas. 

At  the  end  of  this  chapter,  the  job  of  the  industrial  mis¬ 
sionary  should  look  like  a  very  definite  one  and  one  worthy 
of  the  highest  respect. 

In  considering  this  chapter,  do  not  take  up  in  any  detail 
the  introductory  section.  This  might  better  be  left  for  later 
developments  as  indicated  in  a  subsequent  session.  Assign¬ 
ments  1  and  3  should  receive  the  first  consideration. 

The  eight  reasons  which  make  it  imperative  that  the  mis¬ 
sionary  should  tackle  the  labor  situation  are  outlined  by  the 
author  most  efTectively  in  the  paragraphs  beginning,  “It  is  the 
missionary's  business."  Before  the  session  begins,  have  the 
blackboard  ready  with  that  heading  at  the  top,  “It  is  the  mis¬ 
sionary's  business,"  and  then  get  from  the  class  their  eight  an¬ 
swers  to  the  question.  There  is  an  infinite  variety  of  illustra¬ 
tive  material  available  on  this  chapter  and  the  more  the  leader 
can  have  in  reserve,  the  better.  There  is  danger,  however,  in 
multiplying  instances  and  examples  and  in  losing  points.  Call 
for  the  report  of  special  assignments  after  this  discussion. 

The  three  methods  to  be  used  in  tackling  this  question  of 
industry  are  incidental  training  through  providing  industries 
as  they  are  needed,  training  in  the  graded  schools  to  make 
education  practical,  and  technical  instruction. 

It  will  be  well  to  take  some  one  example  of  each  of  these 
methods  that  they  may  be  clearly  understood.  If  this  example 
can  be  taken  from  the  work  of  the  denomination  to  which  the 
class  belongs,  so  much  the  better.  Each  of  the  denominational 
boards  has  leaflets  regarding  industrial  work  being  done  by 


11 


its  missionaries — the  Presbyterian  board  has  a  splendid  new 
pamphlet  called  “With  Hammer  and  Hand”;  the  Congrega¬ 
tional  board  one  called  “The  Work  of  Their  Hands”;  etc. 

Introduce  Assignment  3  following  the  discussion  of  the 
first  method — that  of  the  general  missionary. 

Note:  The  special  assignments  have  been  chosen  to  provide  for  in¬ 
dividual  needs  of  varying  communities.  For  example:  If  yours  is  a 
small  town  or  rural  community,  your  class  will  naturally  be  more  in¬ 
terested  in  the  agricultural  problems.  The  industrial  ones  can  be  con¬ 
sidered  in  general  discussion,  but  all  the  light  available  should  be 
brought  upon  this  question  of  farming.  Choose,  therefore,  the  problems 
that  will  relate  to  that.  If,  on  the  other  hand,  yours  is  an  industrial 
community  with  factories,  etc.,  the  other  problems  might  better  be 
chosen.  In  a  community  where  neither  is  the  rule,  one  of  each  might 
be  used. 

Before  considering  Section  IV,  which  is  a  problem  in  it¬ 
self  and  which  is  worthy  of  discussion,  get  the  report  of  the 
chart  and  poster  committee,  though,  if  this  has  been  connected 
with  the  assignment,  it  may  be  given  in  connection  with  the 
special  assignment. 

Section  IV,  “Smokestacks  on  the  Skyline”  should  be  given 
careful  consideration,  with  Special  assignment  3  emphasized 
as  an  example  of  it. 

There  is  one  sentence  in  this  section  which  will  need  to 
be  elaborated, — “He  does  not  welcome  all  that  comes  along 
with  it.”  Call  the  attention  of  the  class  to  the  fact  that  America 
has  been  an  increasingly  industrial  nation  and  that  her  indus¬ 
trial  problems  have  developed  over  a  period  of  more  than  a 
hundred  years,  that  the  industrial  development  of  many  of 
these  mission  lands,  notably  Japan,  is  a  matter  of  twenty-five  or 
thirty  years,  and  that  her  problems  have  been  dropped  upon 
the  nation  almost  over  night.  Help  them  to  list  some  of  the 
evils  that  go  with  rapid  industrial  progress — underpaying,  too 
long  hours,  occupational  diseases,  bad  living  conditions,  im¬ 
moral  social  relations,  etc. — and  consider  how  the  missionary 
may  help  to  solve  them.  The  leader  should  familiarize  him¬ 
self  with  Sidney  Gulick’s  Working  Women  of  Japan,  Chapter 
IX,  which  is  definitely  concerned  with  some  of  these  problems 
and  their  solution.  The  people  who  have  been  working  up 
the  problem  of  Japan  will  already  have  been  considering  this 
and  their  report  might  be  postponed  until  this  moment. 

12 


Before  giving  the  assignments  for  Chapter  III,  read  from 
the  Bible,  Matthew  7,  17-20,  which  is  the  motto  of  Hatano  of 
Ayabe  and  the  foundation  upon  which  he  built  a  Christian 
business  in  Japan.  Follow  it  with  prayer  on  the  four  definite 
themes : — 

1.  That  Christianity  may  become  the  recognized  prin¬ 
ciple  in  our  country  as  in  these  non-Christian  lands; 

2.  That  to  the  leaders  in  government  may  come  a  new 
vision  of  the  need  of  making  Christian  the  conditions  under 
which  labor  is  carried  on; 

3.  For  the  missionaries  of  our  denomination  whom  we 
know  by  name; 

4.  That  we  may  see  this  great  call  for  the  man  who  is 
able  to  “sweep  a  floor  to  the  glory  of  God,”  and  that,  whatever 
our  bit  may  be,  we  may  do  it  for  this  cause  and  in  His  name. 

After  the  assignments  have  been  made,  the  last  section, 
which  the  author  has  quoted  from  “Industrial  Education 
Among  Primitive  Peoples,”  and  which  sounds  the  call  for  the 
industrial  missionary,  is  worthy  of  reading  aloud  and  might  be 
introduced  at  this  time. 

Assignments  for  Chapter  III 

1.  Have  the  class  make  a  topical  outline  for  Chapter  III. 

2.  What  are  the  three  tendencies  to  progress  in  education 
on  the  mission  field,  and  why  is  the  opportunity  for  educa¬ 
tion  in  the  Orient  today  greater  than  it  has  been  at  any  time 
in  the  last  fifty  years?  What  is  the  Lovedale  method  of 
education  ? 

3.  Be  prepared  to  discuss  the  following  points: — In  the  de¬ 
velopment  of  education  in  mission  lands  the  boarding-school 
is  in  most  cases  about  the  first  feature  introduced.  Give 
some  reason  why  this  is  so.  What  do  you  consider  the  chief 
problem  of  education  in  mission  lands  today? 

Special  Assignments 

1.  Have  someone  prepared  to  report  on  the  types  of  education  carried 
on  by  your  denomination  in  mission  lands. 

2.  Have  some  girl  prepared  to  report  on  one  of  the  higher  institutions, 
called  the  Union  Colleges  for  Women.  There  are  splendid  report 
leaflets,  some  of  which  are  listed  in  the  book  list  in  this  pamphlet. 

13 


3.  This  chapter  will  not  he  complete  without  some  dramatic  presenta¬ 
tion  because  of  its  many  picturesque  features.  The  dialogue  be¬ 
tween  the  missionary  in  India  and  his  pupil  might  be  dramatized, 
prepared  for  informally  in  advance  by  two  members,  or  it  might 
be  given  as  a  general  assignment  to  the  whole  class  and  worked  up 
informally  on  the  spot.  The  Lovedale  method  might  also  be 
dramatized  but  this  will  require  a  committee  of  three  to  work  it  up. 


SESSION  THREE 

Gateways  to  the  Mind 

Aim.  To  show  the  strategic  importance  of  education  in  the 
missionary' s  program  and  Christian  education  in  the  program 
of  the  nations ;  to  make  vital  a  great  need  and  a  great  work. 

Spend  the  first  few  moments  of  the  session  on  the  out¬ 
lines  which  have  been  prepared  in  answer  to  the  first  assign¬ 
ment,  bringing  out,  without  too  great  delay,  however,  for  de¬ 
tailed  criticism  about  outlines,  the  main  points  of  the  chapter, 
which  are,  of  course,  the  great  service  made  by  education  as  a 
help  to  the  progress  of  Christianity,  and  the  contribution  of 
education  to  the  life  of  the  nations. 

Call  for  answers  to  Assignment  2  and  consider  the  three 
great  tendencies  today;  viz., 

1.  A  new  point  of  view  toward  the  education  of  women; 

2.  A  new  desire  for  specialized  education,  especially  in 
the  line  of  technical  and  practical  education;  and 

3.  A  tendency  toward  less  overlapping  effected  by  more 
union  enterprises,  thus  strengthening  the  whole  educational 
machinery. 

The  points  at  the  end  of  the  chapter  in  Section  V,  “The 
Opportunity  of  the  Hour,”  are  well  worth  considering  since 
they  show  why  these  questions  must  be  faced  immediately. 
Save  them,  however,  for  the  last  thing  and  consider  them  in 
connection  with  Special  assignment  i.  In  connection  with 
the  first  part  of  Assignment  2,  however,  bring  out  Special 
assignment  2,  which  will  serve  to  illustrate  the  need  of  higher 
education  for  women  and  what  can  be  accomplished 
thereby.  It  will  also  illustrate  the  tendency  to  union 

14 


enterprise  and  the  greater  efficiency  thus  secured.  There  is  no 
more  thrilling  example  of  missionary  progress  than  the  Love- 
dale  enterprise.  Be  prepared  to  spend  some  moments  on  that. 
If  it  is  dramatized,  it  might  be  done  in  pantomime,  or  semi¬ 
project  form,  or  even  in  living  pictures,  using  as  episodes  the 
two  paragraphs  at  the  bottom  of  page  82,  Stewart  the  boy;  the 
material  on  page  84  showing  the  extent  of  the  Lovedale  plant ; 
the  episode  at  the  top  of  page  85 ;  and  finish  with  a  brief  read¬ 
ing  of  the  Lovedale  story  on  pages  86  and  87.  The  story  of 
Stewart  of  Lovedale  would  come  best  of  all,  however,  in  a 
group  of  three  scenes  as  a  part  of  any  public  session  worked 
up  by  the  class  and  will  thus  take  nothing  from  the  precious 
moments  of  the  study  class  itself.  In  a  Church  School  of  Mis¬ 
sions,  these  episodes  would  be  a  splendid  contribution  from 
the  young  people’s  class. 

Beside  the  assignments  and  the  questions  for  discussion 
which  they  raise,  there  are  five  points  easily  overlooked  in 
reading  and  of  great  interest  to  us. 

1.  Page  70.  It  is  worthy  of  note  and  will  remove  any 
smug  feeling  of  superiority  in  us  Anglo-Saxon  Christians  that 
the  greatest  contribution  to  Christianity  may  yet  come  from 
these  Oriental  nations  for  whom  we  are  now  working. 

2.  Page  70,  paragraph  6,  will  answer  the  old  criticism 
that  all  this  education  is  apart  from  the  purpose  of  Christ  that 
we  should  evangelize  the  world. 

3.  Page  77,  first  paragraph.  A  woman  said  recently  to 
the  author  of  this  pamphlet,  “Of  course  you  call  them  col¬ 
leges,  but,  after  all,  these  people  don’t  learn  much,  do  they?” 
Lest  there  be  some  lingering  thought  of  this  type  in  the  minds 
of  the  class,  it  would  be  well  to  dwell  on  this  point  made  by 
Mr.  Murray. 

4.  Page  73.  Not  all  our  young  people  understand  this 
phase  of  mission  work.  They  might  well  consider  the  ques¬ 
tion,  Why  should  we  introduce  athletics  and  clean  sport  into 
the  school  life  of  mission  lands? 

5.  Page  78.  Be  sure  that  your  young  people,  especially 
if  students  themselves,  realize  all  the  specialists  in  education 
needed  today. 


15 


The  one  most  necessary  point  to  be  faced  squarely  is 
whether  our  denominational  standard  is  high  enough  and 
whether  we  are  doing  our  utmost  to  meet  the  great  “Oppor¬ 
tunity  of  the  Hour.” 

The  contact  with  the  assignment  for  Chapter  IV  can 
easily  be  made  from  the  author’s  suggestion  on  page  80, 
among  the  agencies  which  the  missionary  must  use  outside 
of  school  life.  Revert  to  this  fact,  perhaps  leading  up  to  it 
with  the  question,  “If  you  were  starting  a  school  in  America, 
what  would  be  the  first  thing  you  would  have  to  have?”  You 
may  need  to  follow  this  with  the  second  and  third  according 
as  they  answer  “people,”  “building,”  “books,”  etc.  Of  course 
the  thing  for  which  you  are  aiming  is  “books.”  Ask  what  they 
would  need  on  the  mission  field  in  starting  a  school.  Given  a 
school  building  with  no  books  in  it  in  this  country,  where  will 
they  turn  ?  What  will  they  do  on  the  mission  field  where  there 
are  no  bookstores  ?  What  will  they  do  in  case  they  are  pioneer¬ 
ing  and  no  one  has  ever  written  the  language  down?  This 
will  give  you  the  necessary  approach  for  the  assignment  for 
Chapter  IV. 

After  making  the  assignments  read  Proverbs  3:  13-20  and 
John  10:  10  and  offer  prayer  for  the  students  of  the  world,  for 
the  teachers,  for  some  of  the  individual  educators  of  your  de¬ 
nomination,  for  the  students  of  America  that  they  may  hear 
the  call  for  more  educators  abroad,  for  the  members  of  the 
class,  including  yourself,  that  they  may  see  their  own  part  in 
meeting  the  need  of  this  year. 

Assignments  for  Chapter  IV, 

Be  prepared  to  discuss  the  following  questions : 

1.  Should  the  missionary  attempt  to  make  a  written  language 
for  people  without  one,  or  will  he  be  wiser  to  stick  to  Eng¬ 
lish  and  conduct  all  educational  enterprises  in  that  language  ? 

2.  Why  has  the  missionary  any  connection  with  so-called 
secular  literature ;  why  is  not  his  task  of  literary  production 
limited  to  the  Bible  and  religious  books? 

3.  Some  of  the  boards  have  considered  the  necessity  in  view  of 
their  financial  crises  of  cutting  down  some  one  feature  of 


16 


their  work.  How  would  you  advise  missionaries,  charged 
with  the  production  of  literature,  to  reduce  their  activities? 
Which,  if  any,  of  the  four  sections  connected  with  getting 
the  printed  page  to  the  public  would  you  advise  them  to 
omit  ? 

4.  In  almost  every  mission  field  some  one  person  at  least  is  as¬ 
signed  for  literary  work.  Give  in  your  own  words  six  rea¬ 
sons  for  the  importance  of  literature  to  justify  his  assign¬ 
ment. 

Special  Assignments 

1.  Assign  to  some  one  person  the  duty  of  securing  some  of  the  material 
regarding  Christian  literature  for  Oriental  nations  (see  the  book  list 
for  the  address  to  which  he  may  go  for  this  help),  and  ask  him  to 
make  as  interesting  and  bright  a  presentation  as  possible. 

2.  Ask  the  chart  and  poster  committee  to  provide  a  very  telling  chart 
showing  the  work  already  done  and  the  unfinished  task  in  Section  I, 
“Producing  the  World’s  Best  Seller.” 

3.  Have  some  young  woman,  if  possible,  present  the  cause  of  the 
million  and  a  half  children  with  nothing  to  read  but  one  little 
magazine. 

4.  Charge  one  person  or  a  team  of  two  with  finding  out  from  some 
publisher  in  America  what  he  considers  the  best  seller  of  this 
past  year  and,  if  possible,  how  many  copies  of  the  book  have 
been  sold.  A  sympathetic  bookstore  proprietor  may  provide  the 
team  with  this  information  or  some  one  of  the  publishers’  maga¬ 
zines,  or  they  may  go  direct  to  the  publishing  house.  In  contrast 
to  it  use  the  fact  that  thirty-five  million  copies  of  the  entire  Bible 
or  parts  of  it  were  put  into  circulation  during  the  year  1919. 
Whatever  figure  they  reach  on  the  best  seller  of  the  year,  it  is 
doubtful  if  they  even  approach  this  total. 


SESSION  FOUR 

The  Romance  of  the  Printed  Page 

Aim.  To  present  to  our  young  people  this  somewhat  new 
venture  in  missionary  work  as  a  large  and  necessary  part  of 
the  machine  which  carries  the  Word  of  Christ  to  many  lands; 
to  make  this  field ,  also ,  a  real  call  to  young  people  of  the  church 
in  America. 

The  subject  matter  of  this  chapter  offers  a  rich  variety 
of  material.  The  business  of  literature  is  chiefly  interde- 

17 


nominational  but  needs  the  help  of  every  denomination. 
Consider  the  work  of  the  literature  committees  in  greater 
detail  than  the  author  is  able  to.  For  this  purpose,  use 
the  reports  of  the  members  who  have  been  given  special 
assignments.  The  leader  will  need  to  provide  all  the  ma¬ 
terial  for  these  assignments  well  in  advance,  collecting  as 
many  as  possible  of  the  magazines.  In  general  it  should 
be  said  that  the  whole  subject  of  Bible  translation  should 
be  considered  by  itself  as  a  whole,  either  before  or  after 
the  “fifty-seven  varieties”  of  literature. 

In  a  class  of  young  people,  there  will  be  no  more  tell¬ 
ing  point  than  that  made,  almost  in  passing,  on  page  102. 
A  group  of  young  women  will  hate  to  think  of  the  increas¬ 
ing  line  of  girl  students  in  the  Orient  with  absolutely  noth¬ 
ing  to  read  aside  from  their  Bibles,  except  an  impure  and 
trashy  collection  of  European  literature  and  one  such 
Christian  book  as  Pilgrim's  Progress.  They  will  feel  a 
strong  tie  of  sympathy  and  will  not  wonder  that  the  litera¬ 
ture  committees  feel  the  necessity  of  providing  a  decent 
literature  for  the  women  and  girls  of  the  Orient.  The 
young  man  student,  with  plenty  of  technical  literature  on 
engineering,  handicraft  for  boys,  and  a  variety  of  boys’  books 
since  the  time  he  could  first  read,  will  feel  the  need  of  these 
many  thousands  of  students  abroad  with  nothing  to  give 
them  even  half  a  chance  in  following  either  their  vocations 
or  their  hobbies.  The  literature  offered  by  the  literature 
committees  should  without  question,  be  made  much  of  in 
this  class,  and  the  posters  used  for  evangelistic  work  in  all 
China,  if  they  can  be  obtained,  will  make  a  tremendously 
telling  appeal. 

There  is  one  other  point  which  should  carefully  be 
made  and  that  is  the  tremendous  handicap  of  language  which 
faces  the  missionary.  In  this  connection  one  great  step 
of  progress  is  the  achievement  of  the  phonetic  script  in 
China  which  brings  a  language  of  five  thousand  characters 
down  to  an  alphabet  of  some  thirty-nine.  Do  not  leave  this 
presentation  to  any  special  assignment.  Take  it  up  your¬ 
self,  making  use  of  the  references  in  the  booklist  and  ob- 


18 


taining,  if  possible,  a  copy  of  the  new  alphabet  to  show 
to  the  class. 

The  chief  point  in  the  whole  chapter  is  summed  up  in 
one  sentence  of  the  author:  “The  Christian  literature  al¬ 
ready  on  the  ground  is  efficient  but  not  sufficient.” 

The  most  telling  climax  will  be  made  in  the  author’s 
closing  sentence,  lest  it  should  have  slipped  by  the  mem¬ 
bers  of  the  class  in  reading  the  chapter.  Give  it  to  them 
yourself.  “The  lands  that  are  waiting  for  Christ  are  wait¬ 
ing  for  literature  and  for  the  men  and  women  who  in  God’s 
own  time  can  produce  it.” 

Read  Mark  16:  15-20  and  Acts  2:5-11,  38-42  and  offer 
prayer  for  the  millions  of  people  who  have  not  yet  been 
given  the  Bible  in  their  own  language  in  any  form ;  espe¬ 
cially  for  the  seven  hundred  tribes  of  Africa  whose  language 
has  not  even  been  reduced  to  writing;  for  the  three  hundred 
and  forty-four  groups  of  people,  whole  nations,  each  with 
a  different  tongue,  still  waiting  for  the  complete  Bible; 
for  the  nine  million  Chinese  boys  and  girls  who  have  never 
seen  a  picture  book;  for  the  students  around  the  world 
needing  but  not  receiving  literature ;  for  the  students  of 
America  with  the  gift  for  literary  work,  that  they  may 
catch  the  vision  and  come  to  meet  the  need. 

Assignments  for  Chapter  V 

Introduce  these  assignments  with  the  material  included 
by  the  author  on  page  113  and  the  first  paragraph  on  page 
114.  Get  from  the  class  some  of  the  types  of  missionary 
work  (see  Mr.  Murray’s  list, — stenographers,  carpenters, 
builders,  etc.)  not  hitherto  mentioned  in  our  discussions. 
Show  how  evangelism  is  the  task  of  every  missionary  and 
what  is  meant  by  the  evangelistic  or  general  missionary 
and,  if  possible,  make  the  class  see  the  advantage  of  call¬ 
ing  him  “general”  rather  than  “evangelistic.” 

Ask  the  class  to  be  prepared  to  discuss  the  following 
points : 


19 


1.  In  view  of  the  present  trend  toward  specialization,  what 
is  the  function  of  and  why  is  it  necessary  to  have  a  gen¬ 
eral  missionary? 

2.  What  is  the  general  missionary’s  three-fold  task? 

3.  Why  may  we  fairly  say  that,  next  to  planting  the  first 
seed  of  Christianity  from  which  the  church  may  develop, 
the  missionary’s  next  most  important  task  is  training 
the  native  leadership? 

4.  What  is  the  advantage  of  union  enterprise  in  training 
pastors  for  the  foreign  field? 

5.  If  you  were  a  woman  missionary  in  a  district  where  no 
one  had  ever  taught  the  women  before,  what  would  you 
consider  your  first  opportunity  and  how  would  you  carry 
out  a  program  of  reaching  the  women? 

6.  If  you  went  as  a  traveller  to  an  unreached  district  of 
China  where  there  had  never  been  a  Christian  before, 
and  you  realized  their  eagerness  to  hear  the  news,  what 
would  you  tell  the  people  and  what  would  be  the  first 
thing  you  would  want  to  do  for  them  (supposing,  of 
course,  that  you  have  one  native  who  can  interpret  for 
you)  ? 

Special  Assignments 

1.  Choose  for  this  chapter  a  debating  team,  or  rather  two  opposing 
teams,  of  not  more  than  three  on  a  side,  better  still  two  on  a 
side.  Give  them  as  a  subject  for  debate  this  question.  Resolved : 
That  the  need  for  general  missionaries  is  past.  Allow  each 
member  three  or  five  minutes  for  his  first  presentation  and  one 
or  three  minutes,  for  his  rebuttal.  The  leader  will  certainly  need 
to  assist  in  the  offering  of  material  for  their  consideration  and 
may  need  to  assist  in  the  framing  of  argument;  but,  if  possible, 
this  should  not  be  done.  Announce  this  subject  in  the  presence 
of  the  class  so  that  they  may  be  thinking  of  it. 

2.  Give  to  some  one  person  the  task  of  finding  out  how  many  gen¬ 
eral  missionaries  there  are  in  each  mission  of  your  denomination 
and  if  possible,  what  the  work  of  the  general  missionary  is. 

3.  As  an  alternative  subject  for  debate  to  the  one  given  above,  this 
might  be  used :  Resolved :  That  the  missionary  should  aim  for 
greater  independence  on  the  part  of  the  native  church.  This 
subject,  while  it  is  a  vital  one,  will  be  harder  to  develop  because 
of  lack  of  available  material  in  most  cases. 


20 


SESSION  FIVE 

Planters  Extraordinary 

Aim.  To  make  thrilling  and  interesting  and  of  supreme  im¬ 
portance  the  task  of  the  general  missionary. 

Open  the  session  with  the  reading  of  Hebrews  XI :  8- 
10,  13-16  and  follow  with  prayer  for  the  pioneer  mission¬ 
ary  as  he  exists  today  and  for  every  type  of  missionary  in 
every  field ;  for  every  Christian  in  America,  and  particular^ 
for  us  in  this  class  that  we  may  open  our  eyes  to  see  our 
friends  in  other  lands,  to  know  them  and  understand  them, 
and  put  out  the  hand  of  brotherhood  to  them ;  and  that  to 
missionaries  going  out  now  may  be  given  the  courage  and 
faith  of  Abraham  as  they  go  to  an  unknown  land. 

If  the  debate  on  the  first  topic  is  being  used,  it  will 
provide  the  answer  to  Assignment  1.  Proceed  at  once  in 
that  case  to  the  debate.  If  the  second  debate  topic  is  being 
used,  open  the  session  with  the  discussion  of  Assignment 
1,  fitting  in  the  debate  in  connection  with  the  missionary’s 
most  important  task;  namely,  the  training  of  native 
leaders.  Let  the  class  decide  the  debate  first  on  the  merits 
of  the  debate,  and  second  on  the  merits  of  the  question. 
If  this  second  debate  is  not  used,  the  leader  might  well 
develop  the  following  points.  They  should  be  taken  into- 
his  own  consideration  in  any  event. 

1.  The  aim  of  missionary  activity  is  to  develop  a 
strong  native  Christian  church.  At  any  point  where  this 
has  been  done  and  where  there  is  no  longer  need  for  guid¬ 
ance  and  help  on  the  part  of  the  missionaries,  America 
and  other  mission  countries  will  joyfully  withdraw.  This 
has  been  done  in  one  or  two  instances  already. 

2.  In  order  to  provide  such  a  strong  native  church, 
native  leadership  is  the  first  requirement  and  this  means 
development  to  a  sense  of  responsibility.  The  only  way  to 
produce  this  is  to  share  responsibility  from  the  beginning. 
This  has  been  the  aim  of  many  of  the  missionary  boards,— 


21 


to  place  the  natives  as  early  as  possible  in  positions  of 
importance  in  mission  work.  As  the  work  advances,  the 
responsibility  increases,  until  in  the  end  the  missionary 
becomes  counselor,  advisor,  and  friend,  chiefly  concerned 
with  aiding  the  native  church  in  the  development  and  train¬ 
ing  of  its  own  leadership. 

3.  There  is  one  great  danger, — that  responsibility  may 
be  given  too  fast  before  the  training  is  complete. 

Be  sure  to  bring  out  in  this  chapter  one  or  two  of  the 
fine  stories  available  of  the  general  missionary  as  a  pioneer, 
an  organizer  and  a  trainer  of  Christian  men.  Some  of  the 
references  in  the  book  list  will  be  useful  for  this  purpose. 

The  report  of  the  Interchurch  World  Movement  will 
show  some  of  the  unoccupied  territories  and  lands  not  now 
sufficiently  developed.  This  should  be  in  the  hands  of  the 
leader,  if  possible,  and  will  serve  as  an  aid  when  the  person 
reporting  on  Special  assignment  2  is  showing  what  your 
denomination  has  done.  There  should  be  at  least  one  fine 
story  from  the  literature  which  your  denomination  can 
furnish  you  which  will  be  helpful  in  this  chapter. 

Assignment  for  Chapter  VI 

The  leader  might  well  lead  up  to  the  assignments  with 
the  first  paragraph  of  Chapter  VI.  As  an  assignment  make 
use  of  the  project  method,  reverting  to  the  material  at  the 
beginning  of  Chapter  II  and  the  splendid  material  in 
Chapter  VI. 

1.  Ask  the  class  to  be  prepared  to  convince  a  man  who  does 
not  believe  in  foreign  missions.  Tell  them  that  you 
will  have  someone  present  who  will  need  just  this  con¬ 
vincing  and  who  will  answer  their  arguments  and  that 
they  will  therefore  need  to  be  very  careful  in  the  prepara¬ 
tion  of  their  arguments. 

Note: — This  assignment  will  depend  on  the  spirit  of  the  class 
at  the  time  this  chapter  is  reached.  If  they  are  not  in  sympathy 
with  the  study  of  foreign  missions  up  to  date,  and  the  leader  is 
feeling  that  the  course  has  failed,  this  assignment  will  be  an 
unfortunate  one  to  give. 


22 


2.  The  one  other  general  assignment  needed  will  be  a  dis¬ 
cussion  question  as  follows :  Why  may  the  missionary 
sometimes  be  called  a  disturber,  and  why  is  this  an  ac¬ 
cusation  of  which  we  may  be  proud? 

Special  Assignments 

1.  Have  someone  prepared  to  show  what  your  denomination  has 
done  in  the  line  of  social  service,  so-called.  The  leaflets  available 
from  your  denominational  headquarters  should  be  used  for  this 
purpose. 

2.  Have  someone  else  ready  with  a  story  of  some  one  missionary 
who  may  be  called  a  servant  of  society  in  the  sense  used  by  Mr. 
Murray  in  this  chapter,  and  have  him  or  her  prepared  in  three 
to  five  minutes  to  tell  the  story.  If  this  material  is  not  available, 
use  instead  one  of  the  references  in  the  booklist. 


SESSION  SIX 

Servants  of  Society 

Aim.  To  develop  a  new  feeling  of  admiration  for  the  mission¬ 
ary  in  his  growing  influence  and  growing  opportunities;  to 
compel  the  devotion  of  the  members  of  the  class  in  the  oppor¬ 
tunity  of  working  with  Christ  for  these  very  needy  people. 

Read  Matthew  5 : 43-48,  or  some  other  reference  of 
similar  import.  Lead  the  class  in  prayer  for  the  mission¬ 
ary  at  work  in  the  service  of  society,  that  to  him  may  be 
given  wisdom,  courage,  tact,  and  a  burning  eagerness  to 
help  others ;  for  the  needy  people  everywhere  in  the  world 
whose  ideals  of  womanhood  and  childlife  and  service  to 
humanity  are  not  yet  sufficient  to  make  them  help  them¬ 
selves,  that  to  them,  through  the  missionary,  may  come  a 
new  glimpse  of  Christ  in  the  world. 

Before  taking  up  the  subject  matter  of  the  chapter  in 
itself,  introduce  your  project  as  outlined  in  the  assignment. 
If  it  is  possible,  have  some  person  of  whom  you  are  sure 
impersonate  the  non-believer  in  foreign  missions.  It  will 
need  to  be  someone  already  unshakable  in  his  belief,  since 
argument  is  a  dangerous  thing  for  the  person  who  holds 


the  argument.  The  pastor,  if  he  is  a  missionary  pastor, 
or  some  woman  from  the  missionary  society  might  do  it. 
Be  sure,  however,  that  she  is  one  who  will  make  intelligent 
use  of  arguments  produced  by  the  class  rather  than  depend¬ 
ing  entirely  upon  prejudice  and  repetition  of  the  same  re¬ 
mark.  The  argument  will  usually  divide  itself  into  two 
divisions,  first,  that  foreign  missions  are  not  necessary  since 
other  people  are  perfectly  satisfied,  and  second,  that 
missionaries  “do  not  go  at  it  in  the  right  way,  anyhow,” 
that  they  do  not  preach  a  social  gospel  (see  page  39,  top  of 
the  page).  Be  sure  to  rest  the  burden  of  proof  on  the  class, 
not  on  the  impersonator;  in  other  words,  be  sure  that  your 
victim  does  not  take  too  much  of  the  time  in  presenting  her 
theories.  If  you  cannot  find  anyone  else  whom  you  con¬ 
sider  trustworthy  for  the  task,  do  the  impersonation  your¬ 
self.  Be  sure  to  remember  and  to  help  your  class  remem¬ 
ber  that  most  active  disbelief  in  foreign  missions  rests  with 
past  prejudice  and  a  wrong  picture  of  the  missionary’s 
tasks  and  personality.  Mr.  Murray  gives  the  arguments 
which  the  class  should  use  in  the  reference  outside  this 
chapter  and  the  chapter  itself.  The  class  will  need  no 
other  material.  When  the  argument  has  progressed  to  a 
place  where  it  drags,  bring  it  to  a  close ;  at  most  do  not  let 
it  go  on  for  more  than  fifteen  minutes.  This  argument  will 
perhaps  have  covered  much  of  the  material  in  the  chapter. 
You  will  need  to  pick  up  the  threads  however,  to  make  the 
real  point  of  the  chapter.  In  the  closing  discussion  call 
for  Assignment  2  which  will  bring  out  Section  V  of  the 
chapter.  In  general,  follow  this  outline  of  main  points : 

1.  The  missionary  must  face  certain  great  evils  and 
contend  against  them. 

2.  He  must  contend  against  the  great  weakness  of 
every  land  where  Christ  is  not  Master  and  where  the  Ser¬ 
mon  on  the  Mount  with  its  stress  on  unselfish  service  is 
not  the  ideal ;  namely,  the  weakness  or  disregard  of  individ¬ 
ual  value. 

3.  He  has  developed  to  meet  these  obstacles  a  great 
program  of  social  service  following  much  of  the  technique 

24 


and  most  of  the  scientific  purpose  of  the  modern  social 
service  expert  in  this  country. 

4.  H-e  works  through  four  chief  methods :  education, 
survey,  relief,  and  legislation.  He  is  indeed  a  world  citizen. 
Prince  Ito  is  not  the  only  national  leader  who  has  seen  the 
value  and  appreciated  the  service  of  these  servants  of 
society. 

The  leader’s  preparation  for  this  chapter  will  be  in¬ 
complete  without  reading  The  Empire  of  the  Disinterested, 
which  is  the  report  of  one  of  the  greatest  social  service 
experts  in  this  country  just  returned  from  a  trip  to  survey 
conditions  in  other  lands.  If  your  class  is  sufficiently 
advanced  and  not  too  young,  it  will  be  a  good  thing  to  put 
in  their  hands.  There  are  other  valuable  references  noted 
in  the  booklist. 

No  introduction  is  necessary  for  the  assignments  for 
Chapter  VII  which  fits  naturally  to  the  consideration  of 
Chapter  VI.  For  as  we  consider  how  the  missionary  works 
to  produce  a  Christian  law  and  order  in  other  lands,  we  are 
constantly  brought  to  a  regrettable  understanding  of  our 
own  shortcomings  as  a  nation.  With  this  Mr.  Murray 
deals  in  Chapter  VII. 

Assignments  for  Chapter  VII 

1.  Looked  at  from  a  selfish  standpoint,  why  must  America 
concern  herself  with  the  safety  and  welfare  of  the  world? 

2.  What  would  you  say  to  the  visiting  Chinese  student  in 
our  midst  who  calls  your  attention  to  the  fact  that  he 
has  been  led  to  think  that  America  is  a  Christian  coun¬ 
try  and  that  some  of  the  things  he  has  been  seeing  are 
hardly  Christian  and  that  he,  therefore,  concludes  that  his 
own  religion,  even  though  it  does  not  satisfy  him,  must  be 
as  good  as  Christianity? 

3.  Can  you  think  of  any  ways  that  your  particular  group  or 
church  can  help  in  making  our  Oriental  guests  feel  at 
home  and  in  a  Christian  land? 

4.  Why  must  the  Christian  church  concern  itself  with  com¬ 
merce  in  order  to  complete  its  missionary  task? 


25 


5.  Suggest  things  which  your  particular  group  can  do  to¬ 
ward  “welding  the  world”? 

Special  Assignments 

1.  A  good  special  assignment  for  this  chapter  is  in  the  nature  of 
research.  Pick  out  for  it  four  people  of  whom  you  can  be  sure 
that  they  will  make  a  definite  effort  to  secure  the  material  desired. 
Give  to  the  first  team  this  question :  Approximately  how  many 
foreign  students  are  there  in  your  community?  If  there  are 
none,  give  this  question :  Approximately  how  many  foreign  citizens 
are  there  in  your  community  and,  of  those,  how  many  come  from 
the  so-called  mission  countries  like  India,  Africa,  the  Islands  of  the 
Sea,  Latin  America,  China,  Japan  and  the  Near  East?  What  is 
being  done  by  way  of  making  foreign  students  feel  welcome  in  this 
country  and  by  way  of  making  American  the  foreigners  in  our 
midst  who  are  not  here  temporarily?  Be  prepared  to  criticize  the 
methods  used  and  to  find  some  way,  if  possible,  in  which  this  class 
can  help. 

2.  To  the  second  team  give  the  task  of  searching  the  daily  press 
for  items  which  might  be  considered  as  determined  by  or  indicative 
of  our  foreign  polic3r;  matters  which  might  be  damaging  to  our 
nation  in  the  eyes  of  foreign  peoples;  and  any  particular  matters 
which  they  would  consider  need  changing  to  make  the  press  more 
Christian  and  less  given  to  propaganda. 

SESSION  SEVEN 

Welding  the  World 

Aim.  To  bring  home  to  each  member  of  the  class  a  definite 
and  specific  part  of  world  friendship  as  resting  on  hwn  and. 
calling  for  his  Christian  spirit  of  service. 

It  is  not  necessary  to  give  an  outline  for  this  chapter, 
since  Mr.  Murray’s  outline  is  the  best  to  use,  falling  as  it 
does  under  four  main  topics  with  a  definite  number  of  sub- 
topics  for  each.  There  are  certain  points,  however,  that 
need  to  be  gained  for  each.  The  impression  to  be  gained 
from  Section  I,  “Setting  Our  House  in  Order,”  should  be 
chiefly  one  of  a  task  to  be  done.  Lead  the  class  to  consider 
whether  we,  not  in  the  vague  sense  of  America  as  a  whole  or 
the  church  at  large,  but  whether  we  personally,  as  members 
of  the  class,  have  something  to  answer  for.  Do  we  give 
serious  attention  to  world  problems  or  do  we  consider  these 

26 


things  as  too  deep  to  be  thought  of?  Do  we  try  to  be  intel¬ 
ligent  on  world  problems?  Mr.  Murray  makes  the  point 
that  the  Orientals  and  Latin  Americans  hear  of  our  less 
favorable  aspects  and  generalize  from  the  few  examples 
of  less  desirable  Americans  with  whom  they  come  in  con¬ 
tact.  Do  we  not  do  the  same?  Are  we  as  individuals  prone 
to  judge  China  and  the  Chinese  from  the  perhaps  ignorant 
and  slovenly  Chinese  laundrymen  in  our  district  ? 

Of  the  whole  chapter,  the  part  offering  the  most  speci¬ 
fic  opportunity  for  service  to  the  class  as  a  whole  is  Section 
II,  “Receiving  Guests  from  Other  Lands.”  Before  taking 
up  the  question  at  all  after  having  disposed  of  Section  I, 
call  for  the  report  of  the  team  working  up  Special  assign¬ 
ment  1.  This  will  give  the  class  a  basis  for  the  further 
discussion  of  the  topic.  Then  discuss  Assignment  2.  As¬ 
signment  3  is  the  logical  conclusion  for  the  whole  section. 
Point  out  the  fact  that  often  these  Orientals  feel  not  so 
much  lack  of  justice  as  a  lack  of  sympathetic  and  Christian 
understanding  on  the  part  of  Christian  hosts  and  hostesses. 
The  writer  of  this  pamphlet  would  quote  from  personal 
knowledge  two  examples.  A  Chinese  girl,  who  had  been 
studying  six  years  in  this  country,  said  to  a  warmly  inter¬ 
ested  American  friend,  “But,  you  see,  you  people  treat  us 
only  as  curiosities.  You  never  make  us  friends.”  Inquiry 
brought  out  the  fact  that  in  six  years  no  American  girl  in 
preparatory  school  or  college  had  ever  entertained  her  in 
her  home  and  that  she  had  never  eaten  a  meal  or  spent  a 
night  with  a  Christian  American  family.  Second,  a  Chinese 
man,  who  had  been  through  college  and  technical  school  in 
America  as  a  brilliant  student,  a  representative  athlete  and 
a  polished  gentleman,  said  to  an  American,  “In  my  student 
experiences  young  Americans  have  asked  me  to  drink  with 
them,  smoke  with  them,  gamble  with  them,  contend  with 
them,  play  with  them  and  go  to  all  kinds  of  questionable 
and  unquestionable  places  with  them,  but  not  one  of  them 
has  ever  invited  me  to  do  the  two  things  I  most  expected — 
to  break  bread  with  them  in  their  homes  or  to  go  with  them 
to  their  churches.” 


27 


Is  there  a  possible  indictment  here  for  your  particular 
class  or  a  possible  opportunity  for  the  future?  The  chal¬ 
lenge  of  Section  III,  “Dealing  as  Christians  with  Other 
Nations,”  is  one  of  opportunity  for  something  to  do.  Raise 
the  question  with  the  class,  “What  can  we  do  to  Christian¬ 
ize  our  foreign  policy,  our  public  press,  and  our  commercial 
relations?”  The  discussion  will  bring  out  one  chief  thing 
that  can  be  done,  the  development  of  an  intelligence  based 
on  a  knowledge  of  conditions — an  intelligence  which  shall 
result,  when  our  individual  attitude  becomes  a  collective 
one,  in  a  changed  public  opinion  and  reformed  legislation 
through  the  influence  of  our  votes.  Show  the  fallacy  of  the 
time-worn  statement,  “My  vote  or  my  opinion  does  not 
amount  to  much.  I  am  only  one  among  a  great  many.” 
Several  minutes  should  be  spent  emphasizing  the  question 
asked  in  Assignment  4.  The  answer  to  Assignment  5  is  pro¬ 
vided  throughout  the  whole  discussion  as  the  class  considers 
definite  ways  of  helping  and  various  specific  suggestions 
follow.  The  report  of  Special  assignment  2  should  come  in  in 
connection  with  Section  III. 

Section  IV  contains  the  best  possible  set  of  answers  to 
the  argument  often  heard,  that  instead  of  attending  to 
foreign  nations  we  should  make  the  United  States  and 
Canada  Christian  first.  Assignment  1  will  fit  into  this 
discussion.  It  is  well  worth  considering,  as  it  will  give  the 
class  ammunition  for  possible  future  contacts  with  preju¬ 
diced  people.  The  whole  motto  of  this  chapter  might  be 
“The  world  needs  friends ;  let’s  be  friends.” 

The  last  and  unnumbered  section,  “God  Giveth  the 
Increase,”  reflects  the  spirit  of  the  whole  book.  Like  the 
opening  paragraphs  of  the  book,  this  will  lose  unless  given 
in  the  words  of  the  author.  There  would  be  no  more  fitting 
ending  for  the  class  as  a  whole  than  this,  which  may  well 
be  read  to  the  class  in  whole  or  in  part.  Precede  it  with  the 
reading  of  Romans  10:11-16  and  Matthew  28:18-20.  Fol¬ 
low  it  with  a  brief  prayer  for  America,  for  the  world  that 
needs  friends,  and  for  us  in  our  class  that  the  lesson  of  this 
book  may  strike  home  and  that  wTe  may  see  what  our  job  is. 


28 


Bibliography 

The  following  books  are  useful  as  a  general  background  for  the 

leader  or  for  use  in  connection  with  all  chapters.  Titles  starred  are 

of  particular  value  or  are  needed  for  a  specific  assignment. 

Where  publisher’s  name  and  address  is  omitted,  orders  should  be 

sent  to  denominational  headquarters. 

*The  Social  Aspects  of  Foreign  Missions.  W.  H.  P.  Faunce.  Read 
especially  Chapters  4-8.  Almost  indispensable  as  a  leader’s  refer¬ 
ence  book. 

The  Why  and  How  of  Foreign  Missions.  A.  J.  Brown.  Cloth,  75 
cents;  paper,  50  cents. 

World  Reconstruction  Papers.  Second  Series.  Student  Volunteer  Move¬ 
ment,  25  Madison  Avenue,  New  York.  One  pamphlet  on  each 
phase  of  the  foreign  mission  problem. 

The  Christian  Movement  in  the  Japanese  Empire.  Committee  of 
Reference  and  Counsel,  25  Madison  Avenue,  New  York.  An  annual 
volume  of  report  for  all  the  Japan  missions.  Contains  valuable 
material.  See  latest  issue. 

China  Mission  Year  Book.  Same  address  as  above.  An  annual 
volume  of  report  for  all  the  China  missions.  Contains  valuable 
material.  See  latest  issue,  1919. 

Magazines 

*Atlantic  Monthly.  May  1921,  “The  Modern  Missionary”  by  H.  S. 
Bliss.  8  Arlington  Street,  Boston,  Mass. 

Missionary  Review  of  the  World.  156  Fifth  Avenue,  New  York.  25 
cents  a  copy;  $2.50  a  year.  Every  number  contains  material  on 
some  phase  of  this  subject. 

International  Review  of  Missions.  25  Madison  Avenue,  New  York. 
Quarterly.  75  cents  a  copy ;  $2.50  a  year.  Full  of  excellent  material. 
In  most  public  libraries. 

Asia.  Asia  Publishing  Company,  627  Lexington  Avenue,  New  York. 
35  cents  a  copy;  $3.50  a  year.  In  bookstores,  news-stands,  and 
public  libraries.  Picture  and  other  material  excellent. 

National  Geographic  Magazine.  Washington,  D.  C.  See  pictures  and 
current  items.  50  cents  a  copy;  $4.00  a  year. 

*Make  full  use  of  your  denominational  magazines.  Consult  also  The 
World  Survey  (foreign  volume).  Library  edition,  $1.00;  Handy 
Volume  Edition,  50  cents. 

For  special  use  with  Chapter  I. 

Christian  Missions  and  Social  Progress.  J.  S.  Dennis,  pp.  376-400. 
Fleming  H.  Revell  Company,  New  York.  $2.50. 

* Social  Aspects  of  Foreign  Missions,  pp.  131-138,  204-208. 

New  Life  Currents  in  China.  Mary  Ninde  Gamewell.  Chaps.  2,  3,  4. 
Cloth,  75  cents;  paper,  50  cents. 


29 


Breaking  Down  Chinese  Walls.  Osgood.  Revell.  $1.00. 

* Notable  Women  of  Modern  China.  Margaret  Burton  Revell 
$1.50. 

*The  Crusade  of  Compassion.  Central  Committee  for  the  United 
Study  of  Foreign  Missions,  West  Medford,  Mass. 

Foreign  Magic.  Jean  Carter  Cochran.  $1.50. 

Dr.  Apricot  of  Heaven  Below.  DeGruche.  Marshall  Brothers,  London. 
Shepard  of  Aintab.  Alice  Shepard  Riggs.  Cloth,  75  cents;  paper^ 
50  cents. 

Ministers  of  Mercy.  James  H.  Franklin.  Cloth,  75  cents;  paper, 
50  cents. 

Magazine  articles 

Missionary  Review  of  the  World.  June  1921,  “A  Doctor’s  Experi¬ 
ence  in  West  Africa”;  August  1921,  “Pioneering  Among  Tibetans.” 
National  Geographic  Magazine.  September  1921.  “Life  Among  the 
People  of  Eastern  Tibet.” 

Chapter  II 

* Social  Aspects  of  Foreign  Missions,  pp.  78,  79,  93,  94,  141-162. 
*Ancient  Peoples  at  New  Tasks.  Willard  Price.  Chaps.  2,  3,  4,  5. 

Cloth,  75  cents;  paper,  50  cents. 

*New  Life  Currents  in  China. 

Women  Workers  of  the  Orient.  Margaret  Burton.  Central  Com¬ 
mittee,  West  Medford,  Mass. 

*  Working  Women  of  Japan.  Sydney  L.  Gulick.  Chaps.  2,  3,  4,  9. 
50  cents. 

The  Gospel  and  the  Plow.  Sam  Higginbottom.  Macmillan  Comuanv 
New  York.  $1.25. 

My  Life  and  Times.  Cyrus  Hamlin.  Pilgrim  Press,  14  Beacon 
Street,  Boston. 

Uganda's  White  Man  of  Work.  iSophia  L.  Fahs.  Cloth,  75  cents; 
paper,  50  cents. 

Magazine  articles 

Student  Volunteer  Movement  Bulletin.  May  1920,  pp.  31-32.  25 

Madison  Avenue,  New  York.  50  cents  a  year. 

Missionary  Review  of  the  World,  August  1921,  “Soil  Culture  and 

Chapter  III 

Soul  Culture  in  Burma.” 

^Social  Aspects  of  Foreign  Missions.  pp.  72,  73,  116-131. 

Educational  Missions.  Barton.  Student  Volunteer  Movement.  75 
cents. 

Education  of  Women  in  India.  Cowan.  Revell.  $1.50. 

Education  of  Women  in  China.  Burton.  Revell.  $1.50. 

Joseph  Hardy  Neesima.  Davis.  Revell.  $1.00 

Student  Witnesses  for  Christ.  S.  Ralph  Harlow.  Association  Press. 
90  cents. 


30 


*Stewart  of  Lovedale.  Wells.  Revell.  $1.50. 

Life  of  Isabella  Thoburn.  J.  M.  Thoburn.  Methodist  Book  Concern, 
150  Fifth  Avenue,  New  York.  $1.25. 

Magazine  articles 

Missionary  Review  of  the  World.  June  1921,  ‘Women  Who  Are 
Transforming  the  Orient;  July  1921,  pp.  513,  543-547,  548-551. 

Chapter  IV 

* Social  Aspects  of  Foreign  Missions,  pp.  104-116. 

Bible  and  Missions.  Montgomery.  pp.  107-114,  205-220.  Central 
Committee.  40  cents. 

Comrades  in  Service.  Margaret  Burton,  ipp.  165-177.  Cloth,  75  cents; 
paper,  50  cents. 

The  Moffats.  Ethel  Daniels  Hubbard.  Cloth,  75  cents;  paper, 
50  cents. 

Magazine  articles 

Missionary  Review  of  the  World.  May  1921,  “Christian  Literature 
for  the  Orient”;  July  1921,  “China’s  Newest  Thing  in  A.  B.  C’s.” 
(Article  and  specimen  poster) 

There  is  an  abundance  of  material  in  pamphlet  and  leaflet  form 
helpful  on  this  chapter.  Write  to  both  the  following  addresses,  allow¬ 
ing  at  least  two  months  for  the  second : 

(1)  Your  denominational  headquarters  or  your  representative  on 
the  Committee  for  Christian  Literature  for  Oriental  Women 
will  supply  free  literature  and  lend  posters.  Address  Miss 
Alice  M.  Kyle,  Secretary,  14  Beacon  Street,  Boston. 

(2)  J.  E.  Lobenstine,  Secretary  China  Council  of  Christian  Litera¬ 
ture,  Shanghai,  China. 

Chapter  V 

* Social  Aspects  of  Foreign  Missions,  pp.  105-190,  214-224,  267-277. 
The  Christian  Ministry  Overseas.  Frank  Wl.  Bible.  World  Recon¬ 
struction  Papers.  Second  Series.  Student  Volunteer  Movement. 
Mary  Slessor  of  Calabar.  Livingstone.  George  H.  Doran  Company, 
New  York.  $2.00. 

Captain  Bickel  of  the  Inland  Sea.  Harrington.  Revell.  $2.00. 

Magazine  articles 

Missionary  Review  of  the  World.  May  1921,  “F.  S.  Arnot’s  Mis¬ 
sionary  Adventures” ;  August  1921,  “A  Filipino  Fisher  for  Souls.” 

Chapter  VI 

* Social  Aspects  of  Foreign  Missions,  pp.  162-181,  242-246. 

Christian  Missions  and  Social  Progress,  pp.  106-108,  116,  125-130, 
136-139,  140-147. 

The  Modern  Call  of  Missions.  Dennis.  Chaps.  3,  4,  5,  6,  13.  Revell. 
$1.50. 


31 


Servants  of  the  King.  Robert  E.  Speer.  Cloth,  75  cents;  paper,  50 
cents. 

Livingstone  the  Pathfinder.  Basil  Mathews.  Cloth,  $1.00;  paper, 
75  cents. 

Henry  Martyn.  George  Smith.  Revell. 

Under  Marching  Orders.  Ethel  Hubbard.  Story  of  Mary  Porter 
Gamewell.  50  cents. 

Princely  Men  in  the  Heavenly  Kingdom.  Harlan  P.  Beach.  Chapter  on 
Robert  Mlorrison.  American  Board,  14  Beacon  Street,  Boston. 

Some  Great  Leaders  in  the  World  Movement.  Robert  E.  Speer. 
Chapter  on  William  Carey.  Revell.  $1.25. 

*The  World  Empire  of  the  Disinterested.  Woods.  Envelope  Series. 
American  Board,  14  Beacon  Street,  Boston. 

Magazine  articles 

Missionary  Review  of  the  World.  April  1921,  “Can  the  Japanese  be 
Christians”;  May  1921,  “Fighting  Gambling  Dens  in  Canton.” 

Chapter  VII 

* Social  Aspects  of  Foreign  Missions,  pp.  198-202,  281-286. 

The  Kingdom  and  the  Nations.  Eric  M.  North.  Chap.  6.  Central 
Committee.  50  cents. 

Some  By-Products  of  Missions.  Headland.  Wesleyan  Methodist 
Publishing  Society,  Syracuse,  New  York.  $1.50.  Government, 
Travel,  Science,  Music,  Art,  Peace,  and  Religion. 

Magazine  articles 

Missionary  Review  of  the  World,  May  1921,  “The  Oriental  and  the 
Church  in  America”;  “Can  the  Japanese  be  Christians,  II”  (A 
group  of  interesting  biographies) 

See  current  magazines  regarding  foreign  policy,  etc. 


32 


